By Norbert Pachler
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Extra resources for Key Issues in e-Learning: Research and Practice
Sensor technologies” which “allow computational systems to be sensitive to the settings in which they are used” (Dourish, 2004) have moved computing to become embedded in everyday objects. There is a renewed focus on the individual’s engagement with technology and the ways in which this development alters personal ways of engaging with the social and material world in exploratory ways. Haller (2008) argues that now, as these devices bring the concept of “ubiquitous” computing closer to everyday reality, there is a signiﬁcant shift in the relationship between the person and technology brought about by the latest innovations in display technologies.
Learning is seen as a series of iterative conversations: with the external world and its artefacts, with oneself and also with other learners and teachers. Learning is most successful, it is argued, when the learner is in control of the activity, able to test ideas by performing experiments, ask questions, collaborate with other people, seek out new knowledge, and plan new actions. Pachler, Bachmair and Cook (2010) argue that the notion of conversation, foregrounds the link to people at the expense of links to systems and media structures and we ask whether the term communication may better express these.
For him the focus should be on the interactions technology can stimulate, support and favour that, for him, are linked to conceptual development and improvements in understanding (p. 134). In his paper he provides an interesting historical overview of learning theories and how they link to the use of technology in teaching and learning. g. Pachler, Bachmair and Cook, 2010)—is the work of Lev Vygotsky in the ﬁeld of social constructivism who emphasizes the necessity for collaborative, argumentative and reﬂective discourses as a central part of the learning process (Ravenscroft, 2001: 141).